3:00 – 4:00 PM Wed., by appointment or after class
Course Description Issues and problems related to applications of organizational theory, leadership theory, and policy analysis are studied. Core seminar examines cases related to district, state, and/or regional educational offices and agencies. (Seminar) Pre 630, 620, 621.
The focus of this course is on educational improvement and policy, particularly at the preschool through secondary levels, for all children in all communities. A central question during this course will be: What are the outcomes for students of educational policy and school improvement efforts and do these policies lead to equity and social justice?
Required Texts Marzano, Robert J. (2003). What works in schools: Translating research into action. Alexandria, Va.: Association for Supervision and Curriculum Development.
In addition, a reading list is provided and some copies will be passed out in class; others are to be downloaded from the listed web address.
Bring laptops to class to allow online review of materials.
Course Requirements During this course students complete a review of research on a topic that has implications for educational policy and school improvement. Class time will be spent in the discussion of policy, leadership, and theory related to educational improvement. Therefore, your knowledge and experiences in education are of major importance in the interpretation and analysis of course reading. Class attendance and participation are important aspects of this class.
Scholarly Paper Assignment
You are to pick a policy issue related to school improvement and write a scholarly paper that is of publishable quality in a peer reviewed journal. This article/presentation should have as its core research based inquiry (approximately 5000 words). It is the expectation of this course that you will send the resulting paper to an educational journal for review. The paper will be due in sections and will be discussed and reviewed:
statement describing the problem, question, or objective of your paper
second draft
final paper due (70% Grade)
Weekly assignments
1. You are also asked each week to come prepared with notes or an outline of the readings to assist our discussions during seminar. (10% Grade) (Wiki Spaces www.wikispaces.com/) 2. Each week you will provide an in-class update on progress made toward completion of your scholarly work and meet in teams for peer review and support. 3. You will make a formal presentation of your article/paper (10% Grade) of professional quality using professional standards (RI Professional Teacher Standards Rubric) including appropriate use of technology - for example, PowerPoint or other presentation software. 4. Class attendance and participation (10% Grade)
Suggested Policy Related Topics for Scholarly Paper Assignment
Topics introduced in Marzano in What Works in Schools:
The Effects of Individual Teachers on Student Achievement
Individualization
Tutoring
Mastery Learning
Homework
Direct Instruction
Questioning
Clarity of Presentation
Home environment
Background Knowledge
Student Motivation
Additional topics from readings or of national importance. 1. General Effectiveness of Comprehensive School Reform (CSR) 2. “Effectiveness of Specific CSR: e.g., Success for All, New American Schools, etc. 3. Teacher Certification 4. Reconstituting Schools 5. Urban Reform 6. Mentoring Beginning Teachers 7. High Stakes Testing and/or Graduation Exams 8. Attention Deficit Hyperactivity Disorder: What Works? 9. Innovations in specific content areas for example: a. Algebra for Everyone b. Reading Research and Policy 10. Reinforcing Effort 11. Recognition
3. Individual Research Guides are available below.
Karen Berard-Reed - Exit assessment systems in teacher preparation to predict the preparedness/effectiveness of teacher candidates/beginning teachers
· What works in Schools/ Marzano
Chapter 1. Introducing the Best of Times
Week 2
2/3
· What works in Schools/ Marzano,
Section I: School-Level Factors,
Chapter 2. The School-Level Factors,
Chapter 3. A Guaranteed and Viable Curriculum
Darling-Hammond, L. and Sykes, G. (2003). Wanted: A national teacher supply policy for education: The right way to meet the "Highly Qualified Teacher" challenge? Education Policy Analysis Archives, 11(33). Retrieved from http://epaa.asu.edu/epaa/v11n33/
York-Barr, J. & Duke, K. (2004). What do we know about teacher leadership. Review of Educational Research, 74(3), 255-316.
Review of Research topics for next week.
Week 3
2/10
Meet in Curriculum Materials Library
Session will focus of use of online databases to gather reference materials. Please come with a research topic.
Week 4
2/17
Library
Finalize a list of references and copies of articles and books needed to complete article or paper for presentation. Please make sure you have an updated library card for URI. (I am told that a RIC library card will be honored at URI.) We will be using the URI library as a resource this semester. Please bring a sample article to class and submission guidelines or the directions for paper presentation submission.
Review problem statement for papers (2-3 pages with list of APA references and copies of important research studies in area). Include one of the following: 1. a copy of a problem statement, question, or objective for your paper and an article you consider a model for the type of article you are writing (from the journal to which you will be submitting your article) or 2. a rough draft of completed proposal format (e.g., problem statement, question or objective, cover sheet, abstract, etc.) required for submitting paper for presentation.
What works in Schools/ Marzano
Chapter 4. Challenging Goals and Effective Feedback
Chapter 5. Parent and Community Involvement
Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research,78 (1), 153–189.
Sipple, J., Killeen, K, & Monk, D. (2004). Adoption and Adaptation: School district Responses to state imposed learning and graduation and graduation requirements. Educational Evaluation and Policy Annalysis, 21 (4), 345-363.
Week 6
3/3
· What works in Schools/ Marzano
Chapter 6. Safe and Orderly Environment
Chapter 7. Collegiality and Professionalism
Borman, G.D. (2005) National Efforts to Bring Reform to Scale in High-Poverty Schools: Outcomes and Implications. Review of Research In Education, 29, 1-28
Week 7
3/10
· What works in Schools/ Marzano · Chapter 3. A Guaranteed and Viable Curriculum (repeat)
Section II: Teacher-Level Factors
Chapter 8. The Teacher-Level Factors
Newmann, F., Smith, B., Allensworth, E., & Bryk. (2001) Instructional program coherence: What it is and why it should guide school improvement policy. Educational Evaluation and Policy Analysis, 23(4), 297-321.
Discussion of Paper Topics
Week 8
3/17
RIC Spring Break
No Class
Week 9
3/24
URI Spring Break
No Class
Draft 2 of paper due next Monday (draft paper, full references)
Email by Monday next week to dbyrd@uri.edu and peer reviewer(s)
Week 10
3/31
Draft 2 of paper due Monday this week (draft paper, full references, copies of references brought to class)
Email by Monday next week to dbyrd@uri.edu and peer reviewer(s)
· What works in Schools/ Marzano
Chapter 9. Instructional Strategies
Chapter 10. Classroom Management
Chapter 11. Classroom Curriculum Design
Wayne, A. J. & Youngs, P. (2003). Teacher characteristics and student achievement gains: A review. Review of Educational Research, 73(1), 89-122.
Desimone, L., Porter, A., Garet, M., Yoon, K., & Birman, B. (2002). Effects of professional development on teachers’instruction: Results from a three-year longitudinal study, 24(2), 81-112.
Discussion of Paper Topics
Week 11
4/7
· What works in Schools/ Marzano
Chapter 12. The Student-Level Factors
Section III: Student-Level Factors
Chapter 13. Home Environment
Chapter 14. Learned Intelligence and Background Knowledge
Sanders, W. L. (2000). Value-Added Assessment from student achievement data: Opportunities and hurdles. Journal of Personnel Evaluation in Education, 14, (4); 329-339.
Kupermintz, H. (2003). Teacher effects and teacher effectiveness: A validity investigation of the Tennessee Value Added Assessment System. Educational Evaluation and Policy Analysis, 25(3), 287-298.
Amrein-Beardsley, A. (2008). Methodological Concerns About the Education Value-Added Assessment System. Educational Researcher, Vol. 37 (2), 65–75.
Gijbels, D., Dochy, F., Van den Bossche, P., and Segers, M. (2005) Effects of Problem Based Learning: A Meta-Analysis From the Angle of Assessment. Review of Educational Research, 75 (1), 27-62
Week 12
4/14
Chapter 12. The Student-Level Factors
Section III: Student-Level Factors
Chapter 13. Home Environment
Chapter 14. Learned Intelligence and Background Knowledge Section III: Student-Level Factors Chapter 15. Student Motivation
(The Reading for week 11 will be discussed this week) Sanders, W. L. (2000). Value-Added Assessment from student achievement data: Opportunities and hurdles. Journal of Personnel Evaluation in Education, 14, (4); 329-339.
Kupermintz, H. (2003). Teacher effects and teacher effectiveness: A validity investigation of the Tennessee Value Added Assessment System. Educational Evaluation and Policy Analysis, 25(3), 287-298.
Amrein-Beardsley, A. (2008). Methodological Concerns About the Education Value-Added Assessment System. Educational Researcher, Vol. 37 (2), 65–75.
Week 13
4/21
All Final Papers Due
Presentations (Bring Laptop Computer and LCD for Classroom)
Week 14
4/28
Presentations (Bring Laptop Computer and LCD for Classroom)
Additional reading from week 12: McBrien, J.L. (2005) Educational Needs and Barriers for Refugee Students in the United States: A Review of the Literature. Review of Educational Research, 75 (3), 329-364
Lee, J. (2008). Is test-driven external accountability effective? Synthesizing the evidence from cross-state causal-comparative and correlational studies. Review of Educational Research, 78, (3), 608–644.
Sirin, S.R. (2005) Socioeconomic Status and Academic Achievement: A Meta-Analytic Review of Research. Review of Educational Research, 75 (3), 417-453
EDP 631 Core Seminar III:
Issues and Problems in Organizational Theory, Leadership, and Policy Analysis
Assignments:
Upload final Paper here (e.g., DoeJ Reform and Schools.doc)
Readings
Week 2
Darling-Hammond, L. and Sykes, G. (2003, September 17). Wanted: A national teacher supply policy for education: The right way to meet the "Highly Qualified Teacher" challenge? Education Policy Analysis Archives, 11(33). Retrieved [Date] from http://epaa.asu.edu/epaa/v11n33/ Teacher Leadership _ York-Barr Duke.pdf
Teacher Characteristics and Student Achievement_Wayne.pdf [[file/view/Effects of Professional Development on Teachers' Instruction- Results from a Three-year Longitudinal Study_Desimone.pdf|Effects of Professional Development on Teachers' Instruction- Results from a Three-year Longitudinal Study_Desimone.pdf]]
Meets: 4:00–6:50 P.M., Wed. Chafee 601
Office: Chafee 706
Work 874-5484
dbyrd@uri.edu
Course Description
Issues and problems related to applications of organizational theory, leadership theory, and policy analysis are studied. Core seminar examines cases related to district, state, and/or regional educational offices and agencies. (Seminar) Pre 630, 620, 621.
The focus of this course is on educational improvement and policy, particularly at the preschool through secondary levels, for all children in all communities. A central question during this course will be: What are the outcomes for students of educational policy and school improvement efforts and do these policies lead to equity and social justice?
Required Texts
Marzano, Robert J. (2003). What works in schools: Translating research into action. Alexandria, Va.: Association for Supervision and Curriculum Development.
In addition, a reading list is provided and some copies will be passed out in class; others are to be downloaded from the listed web address.
Bring laptops to class to allow online review of materials.
Course Requirements
During this course students complete a review of research on a topic that has implications for educational policy and school improvement.
Class time will be spent in the discussion of policy, leadership, and theory related to educational improvement. Therefore, your knowledge and experiences in education are of major importance in the interpretation and analysis of course reading. Class attendance and participation are important aspects of this class.
Scholarly Paper Assignment
You are to pick a policy issue related to school improvement and write a scholarly paper that is of publishable quality in a peer reviewed journal. This article/presentation should have as its core research based inquiry (approximately 5000 words). It is the expectation of this course that you will send the resulting paper to an educational journal for review. The paper will be due in sections and will be discussed and reviewed:Weekly assignments
1. You are also asked each week to come prepared with notes or an outline of the readings to assist our discussions during seminar. (10% Grade) (Wiki Spaces www.wikispaces.com/)
2. Each week you will provide an in-class update on progress made toward completion of your scholarly work and meet in teams for peer review and support.
3. You will make a formal presentation of your article/paper (10% Grade) of professional quality using professional standards (RI Professional Teacher Standards Rubric) including appropriate use of technology - for example, PowerPoint or other presentation software.
4. Class attendance and participation (10% Grade)
Suggested Policy Related Topics for Scholarly Paper Assignment
1. General Effectiveness of Comprehensive School Reform (CSR)
2. “Effectiveness of Specific CSR: e.g., Success for All, New American Schools, etc.
3. Teacher Certification
4. Reconstituting Schools
5. Urban Reform
6. Mentoring Beginning Teachers
7. High Stakes Testing and/or Graduation Exams
8. Attention Deficit Hyperactivity Disorder: What Works?
9. Innovations in specific content areas for example:
a. Algebra for Everyone
b. Reading Research and Policy
10. Reinforcing Effort
11. Recognition
Library Resources
1. The Research Process
2. Conducting a Literature Review
3. Individual Research Guides are available below.
Karen Berard-Reed - Exit assessment systems in teacher preparation to predict the preparedness/effectiveness of teacher candidates/beginning teachers
Jen Connolly-combining special and general education into a unified education system
Pat Gablinske- Teacher-student relationships and their effect on learning and student achievement.
Mary Klehm - Using differentiated instruction (IDEA) as a tool to teach and test a common curriculum (NCLB)
Andrea Vastis - The link between health education and academic success
Yaocihuatzin - data based articles about critical race theory in education
Mary Jo LaRocco - The role of culture in the assessment and training of international teaching assistants (ITAs)
Cheri Guerra - Impact of using positive behaviorial interventions in creating a safe and orderly environment in schools (secondary).
Elaine Mangiante - Measures and characteristics of effective teachers in low-income elementary schools
Desiree Manley- What is Developmentally Appropriate Practice in early childhood settings? What are preschool educators' perceptions of DAP?
Sara Sweetman
Mike Walach - S.T.E.M. (Science, Technology Engineering and Math) initiative and its implications for Technology Education
Susan Zoll - The effects of mentoring on urban-based early childhood professional development
Calendar (Note: Subject to Revision)
Topic(s), Readings and Assignment Due Dates
1/27
· What works in Schools/ Marzano
Chapter 1. Introducing the Best of Times
2/3
Section I: School-Level Factors,
Chapter 2. The School-Level Factors,
Chapter 3. A Guaranteed and Viable Curriculum
Darling-Hammond, L. and Sykes, G. (2003). Wanted: A national teacher supply policy for education: The right way to meet the "Highly Qualified Teacher" challenge? Education Policy Analysis Archives, 11(33). Retrieved from http://epaa.asu.edu/epaa/v11n33/
York-Barr, J. & Duke, K. (2004). What do we know about teacher leadership. Review of Educational Research, 74(3), 255-316.
Review of Research topics for next week.
2/10
Session will focus of use of online databases to gather reference materials. Please come with a research topic.
2/17
Finalize a list of references and copies of articles and books needed to complete article or paper for presentation. Please make sure you have an updated library card for URI. (I am told that a RIC library card will be honored at URI.) We will be using the URI library as a resource this semester. Please bring a sample article to class and submission guidelines or the directions for paper presentation submission.
Review problem statement for papers (2-3 pages with list of APA references and copies of important research studies in area). Include one of the following:
1. a copy of a problem statement, question, or objective for your paper and an article you consider a model for the type of article you are writing (from the journal to which you will be submitting your article) or
2. a rough draft of completed proposal format (e.g., problem statement, question or objective, cover sheet, abstract, etc.) required for submitting paper for presentation.
Send to peer reviewers and dbyrd@uri.edu on Wed.
2/24
Chapter 4. Challenging Goals and Effective Feedback
Chapter 5. Parent and Community Involvement
Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78 (1), 153–189.
Sipple, J., Killeen, K, & Monk, D. (2004). Adoption and Adaptation: School district Responses to state imposed learning and graduation and graduation requirements. Educational Evaluation and Policy Annalysis, 21 (4), 345-363.
3/3
Chapter 6. Safe and Orderly Environment
Chapter 7. Collegiality and Professionalism
Borman, G.D. (2005) National Efforts to Bring Reform to Scale in High-Poverty Schools: Outcomes and Implications. Review of Research In Education, 29, 1-28
3/10
· Chapter 3. A Guaranteed and Viable Curriculum (repeat)
Section II: Teacher-Level Factors
Chapter 8. The Teacher-Level Factors
Newmann, F., Smith, B., Allensworth, E., & Bryk. (2001) Instructional program coherence: What it is and why it should guide school improvement policy. Educational Evaluation and Policy Analysis, 23(4), 297-321.
Discussion of Paper Topics
3/17
RIC Spring Break
No Class3/24
URI Spring Break
No ClassDraft 2 of paper due next Monday (draft paper, full references)
Email by Monday next week to dbyrd@uri.edu and peer reviewer(s)
3/31
Email by Monday next week to dbyrd@uri.edu and peer reviewer(s)
· What works in Schools/ Marzano
Chapter 9. Instructional Strategies
Chapter 10. Classroom Management
Chapter 11. Classroom Curriculum Design
Wayne, A. J. & Youngs, P. (2003). Teacher characteristics and student achievement gains: A review. Review of Educational Research, 73(1), 89-122.
Desimone, L., Porter, A., Garet, M., Yoon, K., & Birman, B. (2002). Effects of professional development on teachers’instruction: Results from a three-year longitudinal study, 24(2), 81-112.
Discussion of Paper Topics
4/7
Chapter 12. The Student-Level Factors
Section III: Student-Level Factors
Chapter 13. Home Environment
Chapter 14. Learned Intelligence and Background Knowledge
Sanders, W. L. (2000). Value-Added Assessment from student achievement data: Opportunities and hurdles. Journal of Personnel Evaluation in Education, 14, (4); 329-339.
Kupermintz, H. (2003). Teacher effects and teacher effectiveness: A validity investigation of the Tennessee Value Added Assessment System. Educational Evaluation and Policy Analysis, 25(3), 287-298.
Amrein-Beardsley, A. (2008). Methodological Concerns About the Education Value-Added Assessment System. Educational Researcher, Vol. 37 (2), 65–75.
Gijbels, D., Dochy, F., Van den Bossche, P., and Segers, M. (2005) Effects of Problem Based Learning: A Meta-Analysis From the Angle of Assessment. Review of Educational Research, 75 (1), 27-62
4/14
Section III: Student-Level Factors
Chapter 13. Home Environment
Chapter 14. Learned Intelligence and Background Knowledge
Section III: Student-Level Factors
Chapter 15. Student Motivation
(The Reading for week 11 will be discussed this week)
Sanders, W. L. (2000). Value-Added Assessment from student achievement data: Opportunities and hurdles. Journal of Personnel Evaluation in Education, 14, (4); 329-339.
Kupermintz, H. (2003). Teacher effects and teacher effectiveness: A validity investigation of the Tennessee Value Added Assessment System. Educational Evaluation and Policy Analysis, 25(3), 287-298.
Amrein-Beardsley, A. (2008). Methodological Concerns About the Education Value-Added Assessment System. Educational Researcher, Vol. 37 (2), 65–75.
4/21
Presentations (Bring Laptop Computer and LCD for Classroom)
4/28
McBrien, J.L. (2005) Educational Needs and Barriers for Refugee Students in the United States: A Review of the Literature. Review of Educational Research, 75 (3), 329-364
Lee, J. (2008). Is test-driven external accountability effective? Synthesizing the evidence from cross-state causal-comparative and correlational studies. Review of Educational Research, 78, (3), 608–644.
Sirin, S.R. (2005) Socioeconomic Status and Academic Achievement: A Meta-Analytic Review of Research. Review of Educational Research, 75 (3), 417-453
EDP 631 Core Seminar III:
Issues and Problems in Organizational Theory, Leadership, and Policy Analysis
Assignments:
Upload final Paper here (e.g., DoeJ Reform and Schools.doc)Readings
Week 2
Darling-Hammond, L. and Sykes, G. (2003, September 17). Wanted: A national teacher supply policy for education: The right way to meet the "Highly Qualified Teacher" challenge? Education Policy Analysis Archives, 11(33). Retrieved [Date] fromhttp://epaa.asu.edu/epaa/v11n33/
Week 5
Week 6
Week 7
Week 10
Week 11
Week 12
Week 13
Additional Reading
These 2 articles are from the the spring 2009 issue of American Educator.
Posted by Shoba Thamma